Inclusive Technology - Tools for Learning

This is the first in a series of articles by Kendra Grant. Kendra can be reached at kendragrant@rogers.com 1. 2. 3. 4. 5. Then What? - Getting Started with Inclusive Technology TST - Teacher Support Technology - Why teachers must understand and use the technology Beyond Graphic Organizers: Why Inspiration is a Quintessential UDL Tool Inclusive Technology Suite - Using WordQ, Inspiration and Kurzweil to support Reading and System Planning for Inclusive Technology - Applying the "Then What" Factor or What to do

tools they want their students to use.

Writing within all curriculum areas for all learners BEFORE the technology is purchased Who I am My name is Kendra Grant. I've been a teacher for 25 years, 23 of those in classrooms. For many years I was a Teacher-Librarian and for many more years I was a Special Education teacher and board consultant. Throughout my career I looked to find ways to bring learning, literacy and technology together. In 2003/04 I spearheaded an initiative to purchase Kidspiration/Inspiration, WordQ and Kurzweil 3000 so that all 550 students in our K-6 school would have access to technology support for reading, writing, planning and presenting. It was during this time that I saw first hand the impact this technology had on learning. It was amazing to see the increased engagement, independence and skill when all students were provided with software to support their learning differences and enhance their learning strengths. I had the evidence I needed to tell me that this technology couldnt just be for those who had an IEP or were English language learners. It needed to be made available to every learner. It was then that I decided to become a private educational consultant in order to share with others what I had learned about teaching, learning and technology. For the past two years, I have traveled around North America supporting districts, schools and teachers in their quest to differentiate learning for students using technology. I also work with Strategic Transitions Inc. They sell Inspiration, Kidspiration and WordQ/SpeakQ all Inclusive technologies. I design templates, create learning videos, present at conferences and work with boards to answer the question "Then What?" In this series of articles I will refer to programs such as Inspiration or WordQ. I used these programs long before I worked with Strategic Transitions. I believe in them. Ive seen the difference these programs can make but dont take my word for it! I encourage you to learn all you can about what is available before you make decisions or purchases. In fact, if you asked my advice, I would be just as likely to Kendra Grant 2009 kendragrant@rogers.com

tell you NOT to purchase any technology if the "Then What" factor had not been considered. Purchasing software should never be the end of the journey but more about that in the last article! What I believe Call it what you want - Universal Design for Learning, Differentiated Instruction, leveling the playing field. It all amounts to recognizing that we must change our classrooms and our teaching to ensure we have removed as many barriers to learning as possible. There are a variety of ways to support learners: to differentiate their learning and the learning environment. I fundamentally believe that technology must be one of our first choices when we differentiate for learning. It cannot be something that is introduced when all other avenues have been exhausted. "In the rapidly expanding capabilities of digital content, tools, and networks, we see the possibility of conceiving, designing, and delivering a curriculum that will accommodate widely varying learner needs. Essentially, this will transfer the burden of adjustment from students to the materials and methods they encounter in the classroom." Teaching Every Student in the Digital Age Technology is ready to take on this burden. Technology helps remove the learning roadblocks created through traditional forms of instruction and production. It allows students to focus on the true task of learning; making sense of information, making connections, understanding concepts and effectively communicating ideas and understanding to others. Combined with excellent teaching strategies technology is a powerful learning engine ready to help drive the Universal Design process.

What is Inclusive Tech?

In this article I am replacing the term Assistive technology with Inclusive Technology. Assistive Technology was viewed (and sometimes is still viewed) as support intended for learning disabled students only, never for regular students who could do it on their own. Even today this past thinking still exists. I am often asked How long will the student need this technology? as though the program was a plaster cast meant to assist with healing, only to be removed when the job was done. When I answer Forever, I get quizzical and sometime horrified looks. For this reason I prefer the phrase Inclusive Technology. The word Inclusive brings to mind not only the idea that everyone is included but their inclusion is valued and respected. By making the technology inclusive we lessen the stigma associated with special education technology and increase the likelihood that each student will use the technology to the degree they require it. Kendra Grant 2009 kendragrant@rogers.com

THEN WHAT? Getting Started with Inclusive Technology

There may be many reasons you are interested in this article: Perhaps you've just finished a course and were introduced to Assistive technology. Perhaps you have a special education student who uses the technology coming to your classroom this year. Perhaps you have just finished reading Dr. Dave Edyburn's "Failure is Not an Option" and are inspired to include more technology support for your students. Perhaps you've attended a workshop and have been told this is a new district initiative. Whatever the reason: welcome to the beginning of an amazing journey, one that will benefit you and your students. In many boards new technology is purchased and teachers are expected to quickly begin using it with their students. Training sessions are offered but even after the sessions many teachers still dont know where to begin or how the program fits with their teaching and classroom. My suggestion is to start by asking a simple question"Then What?" I like this question. It comes from the book Then What? Everyones Guide to Living, Learning and Having Fun in the Digital Age by Jason Olser. The phrase Then What? is more optimistic than, Now What? and definitely more positive than, So What?! Then What? suggests there is a next step (or many next steps). It says: Technology isnt enough. Training isnt enough. After weve been introduced to the technology, completed the training, received the manualthen what? This article will give you some suggestions to help you answer that very question. Before Training If you haven't yet attended a "training" session (more about training in another article), plan to take advantage of the time to build some support and to begin the planning process. Connect with Others Are you attending the training session with a colleague? Great, but also introduce yourself to other educators. Encourage one or two other teachers to meet with you, talk on the phone or email support and suggestions. Create your own learning team. Don't worry if everyone isn't a techno-wizard. What you want is a variety of skills. Look especially for the veteran teacher, the one with the strategies, class management and curriculum understanding who will bring the all important curriculum focus to the table. Think Big - Start Small If you are part of a presentation on the software or are involved in a session that shows "too much", take advantage of the situation. Get the big picture. See the possibilities, but don't get discouraged. Kendra Grant 2009 kendragrant@rogers.com

As teachers we often want to do it all, right away but the reality of teaching and the classroom means we are better to limit our focus, do one thing well and ensure that learning has improved before moving on to the next step. Ask Questions Don't be afraid to ask questions. Speak with the presenter during the break or after the session. Ask if you can email them with your questions. Ask where you can get continuous "just in time" support. Is there a website, tutorial or person to call or visit? If so, book them now. Ask for a demonstration lesson; tell them you need to "see the software in action". Book It! Before you leave the session, mark down in your PDA, on-line calendar or paper notebook when you will look at the program again. Do it within the week. Plan time and commit. If you leave it for "sometime" that time, especially during the busy school year, never comes. Better yet, book a time to meet with the group you've formed today. Just like any new practice you have to make time or the new skills will be lost. Note: If you want to introduce Inclusive Technology and it isnt a school/board initiative in other words you are learning the program on your own - work with your Principal to help her/him understand what you want to accomplish and why. If possible, ask for funds to purchase the software for yourself. If the software has not been purchased for the school/your classroom, contact the company who creates the software. Tell them what you are doing and why and then ask for an extended trial, one that lasts longer than 30 days. This will give you time to collect your data and use the program without running out of time. Let the company know you will share with them how their technology supported student learning and made a difference for students.

After the Session Back to Reality

Ask More Questions Seek Support Continue to ask more questions once you are back at your school. Speak with your Principal. How does she/he see the software supporting students? Does she/he need "awareness building"? Share what youve learned with your grade or division team. Find someone on staff willing to work with you. This might be a teacher-librarian, resource person, special education teacher or any interested teacher. Plan activities together as you both explore the possibilities. Next, go on-line, email or call the company. Find out as much as you can about the software. Do they offer support? Do they have on-line tutorials, videos, suggestions? Is there someone (preferably an educator) who can answer your curriculum related questions? Perhaps they offer accreditation. If there is a cost, plan ahead and see if there are any funds for you to attend such as session. The point is to search and find the Kendra Grant 2009 kendragrant@rogers.com

people who can help you so that you don't give up in frustration. How does this relate? Once you know more about the program (and are continuing to use it and explore it) now is the time to ask how the program relates to you. You might wonder why I would suggest you start with yourself but one of the best ways to understand the impact inclusive technology might have for your students is to consider how it would alter or improve your learning. We all have learning differences and we can all benefit from Inclusive technology. Not only will you better understand how the technology works by completing this activity, but it is an excellent way to introduce the technology to your students. In my instance, I show students how I use WordQ to predict words I infrequently use. The program is always floating on the screen as support when I need it. Students realize that using the technology doesnt mean they are dumb. It is just a means to support their thinking and learning, available when and if they need it. Student Learning: Once you understand the technology in the context of your own learning you can now focus on students and their learning. One way to do this is by thinking of a basic assignment such as writing a report. Brainstorm the steps needed to complete the task, including final product or presentation, and imagine the roadblocks your students will encounter. Then, focus on the technology. What can it do (even if you can't do it yet!) that might help your students through the task? Are there aspects of the program that will support different students with different parts of the task? When you are finished you should be able to see a variety of ways the technology can support student learning. Your challenge now will be to focus on just one area! Whatever focus you take, your next step is to ensure it is the right fit. Where does this fit? To help you do this you need to ask yourself a few more questions. What is happening in your school/district that is of importance? What initiatives are already happening? How can this software tie in with what is occurring and support and enhance it? For example, if your school is focused on reading strategies then think of how the technology is related. If your board has introduced interactive white boards, how can you use inclusive technology in conjunction with the whiteboard's software to support learning? Is there an anti-bullying initiative? How would the use of this technology fit with this topic? By making connections to other initiatives you not only save time but increase the likelihood that both will be successful.

Planning Process
Kendra Grant 2009 kendragrant@rogers.com

Collect Data Once you have an area of focus and a sense of how the technology will support your students, you need to ensure you have data collected. Without this data it will be difficult to assess the impact the technology had on your students and their learning. You may want to use state or district tests or conduct your own informal tests where appropriate. If the students have portfolios from a previous year this might provide information for you as well. If all else fails, data can be quickly collected by having students write, read or complete an activity without the technology and then compare it to results using the technology. Another area in which you might want to collect data is the affective. Perhaps your goal is to increase students engagement and positive outlook on school. An excellent way to collect data is through a survey. You can create a free on-line survey at www.surveymonkey.com or use a program like InspireData to collect and analyze the information. Set Goals - Build slowly, daily When we plan for our classroom, we "begin with the end in mind". (Understanding by Design Wiggins and McTighe) That is we start with the outcomes, expectations, skills and attitudes we want our students to achieve and plan from there. The same is true when we want to introduce inclusive technology. We need to picture the end result. At the end of (this day, week, month, unit, term, year) what skills will I have? What skills will my students have? What did I put in place to make this happen? What changed about the way I teach? What remained the same? What changed about the way my students learn? What roadblocks did I encounter? What support did I find? Attached is an Inspiration template to help you answer these questions.* Remember when you use the planning template; write in the past tense, like youve already accomplished what youve set out to do. By completing this template you will have a better sense of what you need to do to make Inclusive technology a seamless part of your teaching day.

Kendra Grant 2009 kendragrant@rogers.com

Now choose the first activity you want to try using the technology. (Think back to your brainstorming.) At this point in your teaching career you may be past the need to create elaborate daily lesson plans but I recommend developing a detailed timeline, calendar or day planner to help you think through each step of the process and keep you on track. Continue to refer to your planning template (above) to help you complete the task. Dont let problems or limited planning stop you. Think of the Worst! With this in mind, think of the worst that can happen. What will break down? What won't go right? Then think of possible solutions. Who or what will help you? Expect to feel overwhelmed. Expect the implementation dip. Expect it but dont let it defeat you! Involve Others Part of the solution to the "worst case scenario" is to involve other people, especially parents and students. You might have a parent who is keen to learn the software to support their child. Encourage them and have them share their expertise with you. Give the software to students in your class or other students in the school. Students don't usually know how the software will improve their learning but they do figure the ins and outs of a program quickly. Rely on them to help with glitches. Go For It! Once you have collected data, set goals, developed your plan, thought through possible problems and have people in place to help you, youre ready to introduce the software in the context of a real assignment or activity. I recommend sharing with the students the reasons you think the technology is important and how you need their help to determine its usefulness. After the students have used the technology consider a debriefing session. Ask them what worked, what didn't. Did they think of Kendra Grant 2009 kendragrant@rogers.com

another way the software could support them? As the teacher it is up to you to make the technology OK to use and to support every student in their quest to use it successfully. By asking for feedback you will help students recognize the significance of the technology and the importance of their input and effort. Check the Data At this point you will need to collect and analyze your data. This might be the assignment itself compared to a similar assignment completed without the technology. It might be observational data or an exit survey. Perhaps it is a state or district test. Whatever the assessment, examine the data to see where students improved (and where they still need additional/different support). Ask yourself: Who benefited from the technology? How did it benefit them? Who struggled and needed more support? What other aspects of the technology might address this need? Is there other Inclusive Technology I need to investigate? Plan to Share After all this work dont forget to plan a time to celebrate and share. Perhaps your class will share what they learned with another class. Partner your students with another class and have them teach others using the technology (a great way to help another teacher learn about and use the technology too). Make sure the Principal visits your class to see how your students are using the program. Present (or have your students present) to the parents of the school or board members. Build in the sharing process. It is important to celebrate what you have accomplished. This will encourage you and encourage others as well. As teachers we tend to stay in our classrooms not wanting to toot our own horn. If Inclusive Technology is to make a significant impact on teaching and learning, we need to get out of our classrooms and share our successes (and disappointments) with others. At this point, involve the group you originally connected with at the beginning. Meet and share. Get together and create new activities and new lessons with the technology. Build upon your success. Set new goals Once you have celebrated begin the cycle again. Continue to ask Then What? Soon, just like any new learning, you will reach a point where integrating new ideas and new technology becomes second nature. Focus on your strengths as a teacher, keep your goals small and soon they will blossom into an unstoppable force to help students. Assistive technology has been available for decades but until recently it was viewed as a tool only available to the disabled. For anyone else it was a cheating, a crutch. I believe that inclusive technology can and should be made available to all students to support their learning how, when and whenever they need it. I hope you will agree that providing this technology to all students is fair, right Kendra Grant 2009 kendragrant@rogers.com

and necessary. It is a lofty goal but one I think we can achieve. Start small, set reasonable goals. Go forward. Oh yes...and email me if you have any questions!

Kendra Grant 2009 kendragrant@rogers.com